Respectfully and adequately referring to people with various disabilities is difficult due to societal norms and constantly evolving languages. In this work, we address the question of how expert researchers in the field of accessibility are referring to people with disabilities and whether this terminology corresponds to how people with disabilities prefer to be addressed. By conducting a systematic literature review of the past three ASSETS proceeding, we summarize how accessibility researchers are currently referring to people with disabilities in English. A survey of 63 people with disabilities further revealed that while researchers from ASSETS are using terms that are mostly aligned with participants’ expectations, the same terminologies can be perceived both respectful and disrespectful by varying participants. Through this preliminary work, we pave the path for researchers to further explore respectful terminology and encourage researchers to improve the inclusivity and diversity of language use in our community.
{"title":"Respectful Language as Perceived by People with Disabilities","authors":"Lior Levy, Qisheng Li, Ather Sharif, Katharina Reinecke","doi":"10.1145/3441852.3476534","DOIUrl":"https://doi.org/10.1145/3441852.3476534","url":null,"abstract":"Respectfully and adequately referring to people with various disabilities is difficult due to societal norms and constantly evolving languages. In this work, we address the question of how expert researchers in the field of accessibility are referring to people with disabilities and whether this terminology corresponds to how people with disabilities prefer to be addressed. By conducting a systematic literature review of the past three ASSETS proceeding, we summarize how accessibility researchers are currently referring to people with disabilities in English. A survey of 63 people with disabilities further revealed that while researchers from ASSETS are using terms that are mostly aligned with participants’ expectations, the same terminologies can be perceived both respectful and disrespectful by varying participants. Through this preliminary work, we pave the path for researchers to further explore respectful terminology and encourage researchers to improve the inclusivity and diversity of language use in our community.","PeriodicalId":107277,"journal":{"name":"Proceedings of the 23rd International ACM SIGACCESS Conference on Computers and Accessibility","volume":"395 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2021-10-17","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"117347050","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
We present Slidecho, a system that enables non-visual access of the slide content in a presentation video on-demand. Slidecho automatically extracts slides and their text and image elements from the presentation video and aligns these elements to the presenter’s speech. When listening to the video, Slidecho provides learners with audio notifications about slide changes and slide elements that are not described by the presenter. The learner can pause the video and browse the entire slide, or only the undescribed slide elements, to gain information. A technical evaluation with presentation videos in-the-wild shows that compared to the presenter’s speech alone, Slidecho provides access to an additional 20% of total text elements and 30% of total image elements that were previously not described. Blind and visually impaired participants in our user study reported that it was easier to locate undescribed slide elements with Slidecho’s synchronized interface than when browsing the video and extracted slides separately, and using Slidecho they read fewer slides that were fully redundant with the speech.
{"title":"Slidecho: Flexible Non-Visual Exploration of Presentation Videos","authors":"Yi-Hao Peng, Jeffrey P. Bigham, Amy Pavel","doi":"10.1145/3441852.3471234","DOIUrl":"https://doi.org/10.1145/3441852.3471234","url":null,"abstract":"We present Slidecho, a system that enables non-visual access of the slide content in a presentation video on-demand. Slidecho automatically extracts slides and their text and image elements from the presentation video and aligns these elements to the presenter’s speech. When listening to the video, Slidecho provides learners with audio notifications about slide changes and slide elements that are not described by the presenter. The learner can pause the video and browse the entire slide, or only the undescribed slide elements, to gain information. A technical evaluation with presentation videos in-the-wild shows that compared to the presenter’s speech alone, Slidecho provides access to an additional 20% of total text elements and 30% of total image elements that were previously not described. Blind and visually impaired participants in our user study reported that it was easier to locate undescribed slide elements with Slidecho’s synchronized interface than when browsing the video and extracted slides separately, and using Slidecho they read fewer slides that were fully redundant with the speech.","PeriodicalId":107277,"journal":{"name":"Proceedings of the 23rd International ACM SIGACCESS Conference on Computers and Accessibility","volume":"56 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2021-10-17","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"127220038","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Becca Dingman, Garreth W. Tigwell, Kristen Shinohara
In interaction or user-centered design practices, it is common to employ interviews and think-aloud techniques to gather data about user behavior. These techniques enable researchers to learn about how users think and use technologies during the design and user testing process. However, such techniques involve accessing audio feedback, which may require workarounds if the researcher identifies as deaf or hard of hearing (DHH). We report on a project led by a DHH researcher in which workarounds to audio access resulted in methodological changes. We discuss the implications of these adjustments.
{"title":"Interview and Think Aloud Accessibility for Deaf and Hard of Hearing Participants in Design Research","authors":"Becca Dingman, Garreth W. Tigwell, Kristen Shinohara","doi":"10.1145/3441852.3476526","DOIUrl":"https://doi.org/10.1145/3441852.3476526","url":null,"abstract":"In interaction or user-centered design practices, it is common to employ interviews and think-aloud techniques to gather data about user behavior. These techniques enable researchers to learn about how users think and use technologies during the design and user testing process. However, such techniques involve accessing audio feedback, which may require workarounds if the researcher identifies as deaf or hard of hearing (DHH). We report on a project led by a DHH researcher in which workarounds to audio access resulted in methodological changes. We discuss the implications of these adjustments.","PeriodicalId":107277,"journal":{"name":"Proceedings of the 23rd International ACM SIGACCESS Conference on Computers and Accessibility","volume":"37 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2021-10-17","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"127466060","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
A. Marone, Taylor Gotfrid, Kale Kurtzhall, Yasmine N. Elglaly
In a typical elementary mathematics(math) class, Students with Writing Disabilities (SWD) operate at a disadvantage. Math lessons and techniques are geared towards students who are able to actively ‘work out’ math problems with pencil and paper. We conducted interviews with special educators in elementary schools to learn about the pros and cons of current writing assistive technologies that are used in classrooms for math. Informed by the interviews findings, we designed a prototype called SMPL that enables SWD to work out math problems digitally. We ran a user study with 8 SWD to obtain feedback on SMPL. We present the interviews and user study findings. We found that: 1) There is a lack of writing assistive technologies that are designed specifically for elementary math learning; 2) It is feasible to provide SWD with a math learning experience similar to their peers; and 3) The writing assistive technology should be adaptive to students’ skills and backgrounds.
{"title":"Active Math Learning for Students with Writing Disabilities","authors":"A. Marone, Taylor Gotfrid, Kale Kurtzhall, Yasmine N. Elglaly","doi":"10.1145/3441852.3476536","DOIUrl":"https://doi.org/10.1145/3441852.3476536","url":null,"abstract":"In a typical elementary mathematics(math) class, Students with Writing Disabilities (SWD) operate at a disadvantage. Math lessons and techniques are geared towards students who are able to actively ‘work out’ math problems with pencil and paper. We conducted interviews with special educators in elementary schools to learn about the pros and cons of current writing assistive technologies that are used in classrooms for math. Informed by the interviews findings, we designed a prototype called SMPL that enables SWD to work out math problems digitally. We ran a user study with 8 SWD to obtain feedback on SMPL. We present the interviews and user study findings. We found that: 1) There is a lack of writing assistive technologies that are designed specifically for elementary math learning; 2) It is feasible to provide SWD with a math learning experience similar to their peers; and 3) The writing assistive technology should be adaptive to students’ skills and backgrounds.","PeriodicalId":107277,"journal":{"name":"Proceedings of the 23rd International ACM SIGACCESS Conference on Computers and Accessibility","volume":"6 1 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2021-10-17","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"127512320","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Voice plays an important role in online communications by increasing intimacy among people. Despite the advantages of using voice in computer-mediated communications (CMC), it is difficult for people with speech or hearing impairments to participate in such communication methods. In this study, we investigate different attributes of voices and how it affects users’ preference. We also deployed a website called ‘Voice Creator’ for people who want to create an online voice by specifying the levels of different voice attributes: gender, age group, breathiness, smoothness, hoarseness, and variation. We plan to conduct a user study on the target users and study the behavior of voice customization in future work.
{"title":"Voice Creator: Giving Customized Voice to the Voiceless for Online Communication","authors":"Hyeon Jeong Byeon","doi":"10.1145/3441852.3476476","DOIUrl":"https://doi.org/10.1145/3441852.3476476","url":null,"abstract":"Voice plays an important role in online communications by increasing intimacy among people. Despite the advantages of using voice in computer-mediated communications (CMC), it is difficult for people with speech or hearing impairments to participate in such communication methods. In this study, we investigate different attributes of voices and how it affects users’ preference. We also deployed a website called ‘Voice Creator’ for people who want to create an online voice by specifying the levels of different voice attributes: gender, age group, breathiness, smoothness, hoarseness, and variation. We plan to conduct a user study on the target users and study the behavior of voice customization in future work.","PeriodicalId":107277,"journal":{"name":"Proceedings of the 23rd International ACM SIGACCESS Conference on Computers and Accessibility","volume":"67 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2021-10-17","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"116043917","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Ryo Iijima, Akihisa Shitara, S. Sarcar, Yoichi Ochiai
Deaf and hard of hearing (DHH) people have limited access to auditory input, so they mainly receive visual information during online meetings. In recent years, the usability of a system that visualizes the ongoing topic in a conference has been confirmed, but it has not been verified in a remote conference that includes DHH people. One possible reason is that visual dispersion occurs when there are multiple sources of visual information. In this study, we introduce “Word Cloud for Meeting,” a system that generates a separate word cloud for each participant and displays it in the background of each participant’s video to visualize who is saying what. We conducted an experiment with seven DHH participants and obtained positive qualitative feedback on the ease of recognizing topic changes. However, when the topic changed in a sequence, it was found to be distracting. Additionally, we discuss the design implications for visualizing topics for DHH people in online meetings.
{"title":"Word Cloud for Meeting: A Visualization System for DHH People in Online Meetings","authors":"Ryo Iijima, Akihisa Shitara, S. Sarcar, Yoichi Ochiai","doi":"10.1145/3441852.3476547","DOIUrl":"https://doi.org/10.1145/3441852.3476547","url":null,"abstract":"Deaf and hard of hearing (DHH) people have limited access to auditory input, so they mainly receive visual information during online meetings. In recent years, the usability of a system that visualizes the ongoing topic in a conference has been confirmed, but it has not been verified in a remote conference that includes DHH people. One possible reason is that visual dispersion occurs when there are multiple sources of visual information. In this study, we introduce “Word Cloud for Meeting,” a system that generates a separate word cloud for each participant and displays it in the background of each participant’s video to visualize who is saying what. We conducted an experiment with seven DHH participants and obtained positive qualitative feedback on the ease of recognizing topic changes. However, when the topic changed in a sequence, it was found to be distracting. Additionally, we discuss the design implications for visualizing topics for DHH people in online meetings.","PeriodicalId":107277,"journal":{"name":"Proceedings of the 23rd International ACM SIGACCESS Conference on Computers and Accessibility","volume":"53 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2021-10-17","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"128605337","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Manesha Andradi, Filip Bircanin, Laurianne Sitbon, M. Brereton
This research aims to explore how tangible technology created through co-design can be designed in a way that invites social interaction for people with intellectual disability. We conducted co-design sessions with one participant to create a sensory musical blanket. As the trials were run in a collective environment, their peers were drawn to the developing design. The design method and unique interactions are key contributions of this research.
{"title":"Expanding Designing for One to Invite Others Through Reverse Inclusion","authors":"Manesha Andradi, Filip Bircanin, Laurianne Sitbon, M. Brereton","doi":"10.1145/3441852.3476517","DOIUrl":"https://doi.org/10.1145/3441852.3476517","url":null,"abstract":"This research aims to explore how tangible technology created through co-design can be designed in a way that invites social interaction for people with intellectual disability. We conducted co-design sessions with one participant to create a sensory musical blanket. As the trials were run in a collective environment, their peers were drawn to the developing design. The design method and unique interactions are key contributions of this research.","PeriodicalId":107277,"journal":{"name":"Proceedings of the 23rd International ACM SIGACCESS Conference on Computers and Accessibility","volume":"14 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2021-10-17","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"126447718","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Participants’ technology knowledge and proficiency can directly impact their experiences with new technologies and affect study outcomes. This paper presents a review of studies from the ACM Digital Library published between 2010-2020, with the aim of synthesising existing practice in reporting older adults’ computer skills, proficiency and related concepts. The results highlight that there is no standard practice for reporting these characteristics, and that papers assess a range of metrics including technology use, frequency, experience, familiarity, purpose, attitude, and confidence.
{"title":"A review of how older adults’ computer skills and proficiency are reported in the literature","authors":"Emma Colbourne, Alishbah Khan, F. Hwang","doi":"10.1145/3441852.3476522","DOIUrl":"https://doi.org/10.1145/3441852.3476522","url":null,"abstract":"Participants’ technology knowledge and proficiency can directly impact their experiences with new technologies and affect study outcomes. This paper presents a review of studies from the ACM Digital Library published between 2010-2020, with the aim of synthesising existing practice in reporting older adults’ computer skills, proficiency and related concepts. The results highlight that there is no standard practice for reporting these characteristics, and that papers assess a range of metrics including technology use, frequency, experience, familiarity, purpose, attitude, and confidence.","PeriodicalId":107277,"journal":{"name":"Proceedings of the 23rd International ACM SIGACCESS Conference on Computers and Accessibility","volume":"62 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2021-10-17","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"125701797","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
The white cane is used as one of the options for mobility by people who are blind or visually impaired (BVI) but it comes with limitations like the lack of overhead detection and recognition of safety hazards. Smart canes were designed to address some of the white cane’s issues but the adoption of this technology has been minimal. We spoke with 16 BVI participants for an in-depth view on their smart cane experiences and needs. While the biggest concern was related to cost, we found that other factors like product consistency, durability, and the lack of awareness, trust, and confidence from the users all contribute to the low adoption rate of smart canes.
{"title":"”Would the smart cane benefit me?”: Perceptions of the Visually Impaired towards Smart Canes","authors":"Rezylle Milallos, Vinita Tibdewal, Yiwen Wang, Andre Ogueh Udegbe, Tae Oh","doi":"10.1145/3441852.3476524","DOIUrl":"https://doi.org/10.1145/3441852.3476524","url":null,"abstract":"The white cane is used as one of the options for mobility by people who are blind or visually impaired (BVI) but it comes with limitations like the lack of overhead detection and recognition of safety hazards. Smart canes were designed to address some of the white cane’s issues but the adoption of this technology has been minimal. We spoke with 16 BVI participants for an in-depth view on their smart cane experiences and needs. While the biggest concern was related to cost, we found that other factors like product consistency, durability, and the lack of awareness, trust, and confidence from the users all contribute to the low adoption rate of smart canes.","PeriodicalId":107277,"journal":{"name":"Proceedings of the 23rd International ACM SIGACCESS Conference on Computers and Accessibility","volume":"28 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2021-10-17","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"127922783","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Murtaza Tamjeed, Vinita Tibdewal, Madison Russell, Michael J. McQuaid, Tae-Young Oh, Kristen Shinohara
Few students with disabilities transition from undergraduate to graduate programs. Graduate students often receive ineffective and insufficient accommodations, including lack of support specific to graduate students, because disability services policies are shaped by undergraduate experiences. To understand how disability services offices accommodate graduate students: we (1) critically analyzed disability services websites of 18 U.S. institutions, and (2) interviewed 17 disability services staff. Disability services websites publicly present institutional accommodation policies and guidelines, and staff are responsible for identifying, providing, and implementing reasonable accommodations. We found that policies may be interpreted differently depending on specific student circumstances. We discuss our findings in two main themes: (a) Policies and attitudes ascribed to disability, technology, and faculty, and (b) Impacts of policies and perspectives on accommodation decisions for graduate students. The contributions of this work include an empirical investigation of institutional support for disabled graduate students and suggestions for how to improve support from disability services offices to empower students.
{"title":"Understanding Disability Services Toward Improving Graduate Student Support","authors":"Murtaza Tamjeed, Vinita Tibdewal, Madison Russell, Michael J. McQuaid, Tae-Young Oh, Kristen Shinohara","doi":"10.1145/3441852.3471231","DOIUrl":"https://doi.org/10.1145/3441852.3471231","url":null,"abstract":"Few students with disabilities transition from undergraduate to graduate programs. Graduate students often receive ineffective and insufficient accommodations, including lack of support specific to graduate students, because disability services policies are shaped by undergraduate experiences. To understand how disability services offices accommodate graduate students: we (1) critically analyzed disability services websites of 18 U.S. institutions, and (2) interviewed 17 disability services staff. Disability services websites publicly present institutional accommodation policies and guidelines, and staff are responsible for identifying, providing, and implementing reasonable accommodations. We found that policies may be interpreted differently depending on specific student circumstances. We discuss our findings in two main themes: (a) Policies and attitudes ascribed to disability, technology, and faculty, and (b) Impacts of policies and perspectives on accommodation decisions for graduate students. The contributions of this work include an empirical investigation of institutional support for disabled graduate students and suggestions for how to improve support from disability services offices to empower students.","PeriodicalId":107277,"journal":{"name":"Proceedings of the 23rd International ACM SIGACCESS Conference on Computers and Accessibility","volume":"159 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2021-10-17","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"133271074","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
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